A Structural Equation Model of Motivation and Attitudes of Young Japanese Foreign Language Learners
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概要
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This study analyzes the 5th grade and 6th grade pupils' motivational and attitudinal dimensions at an elementary school in Japan. The writer investigated Japanese pupils' motivational variables and some other variables concerned with learning a foreign language as a pilot study at the end of the school year in 2008. The main focus in this study is to find the relationship between pupils' motivation and some influential factors especially based on a Japanese social-cultural context. The author' previous research, Adachi (2009b) surveyed the relationship between motivation and attitudinal variables of Japanese pupils learning English. The finding showed that their motivation is related to their feeling about the encouragement from the people around the learner, three orientations (integrative, instrumental and intercultural orientations), and some other attitudes. In this study, after excluding the several variables which did not have a highly significant relationship with motivation, the author analyzed the casual-effect relationship between motivation and attitudinal dimensions using Structural Equation Modeling (SEM). The result reveals that pupils' motivation is influenced strongly by factors such as their attitudes toward learning, the encouragement from people around the learner, their awareness of the vitality of English and their communicative attitudes toward people from different cultures. Though the orientation factor did not influence motivation directly, as it intercorrelated highly with other factors, pupils' orientations seem to have an indirect effect on their motivation.
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関連論文
- A Structural Equation Model of Motivation and Attitudes of Young Japanese Foreign Language Learners
- A Motivational Model in Japanese Elementary Students' Foreign Language Activities
- Japanese elementary students' motivational and communicative attitudes toward English activities(The Application of Contemporary Language Theories to Higher English Education: Focusing on the Importance of Content-based and Context-based Approaches)